Active Outline

General Information

Course ID (CB01A and CB01B)
C D D051B
Course Title (CB02)
Advanced Student Teaching Practicum
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2024
Course Description
The course demonstrates advanced developmentally appropriate early childhood teaching competencies under guided supervision. Students will build on the basic teaching skills in a classroom experience to make more advanced connections between theory and practice, develop professional behaviors, and build a more comprehensive understanding of children and families. Advanced competency will include completing a child assessment. (This course meets the NAEYC Standards 1, 2, 3, 4, and 5; and NBPTS Standards 1 through 9.)
Faculty Requirements
Discipline 1
[Child Development/Early Childhood Education]
FSA
[FHDA FSA - CHILD DEVELOPMENT]
Course Family
Not Applicable

Course Justification

This course meets the requirements of the Early Childhood Education Transfer Model Curriculum CCC Major or Area of Emphasis: Early Childhood Education and CSU Major or Majors: Child Development, Child and Adolescent Development, Human Development, Education. The course is CSU transferable. The course also meets areas of competency under the California Early Childhood Educators Competencies and is applicable to obtaining a California Child Development Permit at the Associate Teacher and Teacher levels. This course provides students the opportunity to practice and analyze advanced teaching competencies through reflection and a mentored practicum setting.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to CSU only

Units and Hours

Summary

Minimum Credit Units
5.0
Maximum Credit Units
5.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours2.55.0
Laboratory Hours8.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
30.0
Laboratory
96.0
Total
126.0
Course Out-of-Class Hours
Lecture
60.0
Laboratory
0.0
NA
0.0
Total
60.0

Prerequisite(s)

C D D051A

Corequisite(s)

Advisory(ies)

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Discussion of assigned reading

Discussion and problem solving around classroom participation

Field observations

Laboratory experience which includes modeling and shadowing and working with children, parents and teachers

Homework which includes written assignments, such as curriculum plans, interactive plans, analysis of videotapes, and mid-quarter and end of quarter self assessments based on the NAEYC standards and teaching competencies

Assignments

  1. Completion of written assignments
    1. Lab Journal
    2. Activity plans and interactive plans
    3. Participation in seminar discussions
    4. Child assessment: Desired Results Developmental Profile (DRDP)
  2. Participation in seminar discussions
  3. Active participation as team member and support of first quarter students
  4. Complete a mid-quarter and final evaluation in which the student must self-reflect and use critical thinking. Students will assess performance in the practicum experience by viewing and evaluating their videotaped behavior and interactions during the lab time. They will review all of their written assignments; and all written and oral feedback from the instructor and mentor teacher. They must then complete a written narrative based on the Advanced Student Teaching Competency Rubric

Methods of Evaluation

  1. Mid and end of the quarter conference in which the student, mentor teacher and instructor participate and each completes the appropriate "Advanced Teaching Skills" rubric based on student performance. Completion of a mid-quarter and end of quarter evaluation includes the student's ability to self-reflect based on performance in the lab experience as measured in the videotapes taken of the student during the lab time, daily performance, written assignments, written and oral feedback from the instructor and mentor teacher.
  2. Participation in seminar discussions which shall include discussion of assigned reading and discussion and problem solving around classroom participation. Advanced teaching skills also includes leadership in the seminar and acting as a resource for first quarter student teachers.
  3. Written field observations such as observations of the environment, teachers and children in the classroom that includes reflection on developmentally appropriate practice and the dynamics of multiple factors for decision making and supporting the development of young children. Examples of these field observations include examining the classroom learning centers and room arrangement, documenting age appropriate materials found in the field setting and looking at classroom schedules, transitions and children's developmental needs.
  4. Lab Journal that reflects the ability to engage in critical thinking. The student will assess and self-reflect on the project that they have selected for professional growth. This journal should be recorded after each field experience.(second quarter only)
  5. Interactive activity plans and written evaluations will be completed by the students who will develop each plan and receive guidance and suggestions from the mentor teacher and/or instructor. The students will be primarily responsible for developing the curriculum plan with support from the mentor teacher and then in coordination with the mentor teacher complete each activity in the classroom with the children. The student will then apply critical thinking skills to self reflect and assessment the activity.
  6. One DRDP child assessment will be completed over the course of the class. This will include ongoing observations of a child, collecting feedback from teachers, other staff and parents as appropriate, and completion of the DRDP instrument according to the guidelines developed by the State Dept of Education and West Ed. (second quarter only)
  7. Interactive activity plans and evaluations will be completed to heighten awareness of critical interpersonal skill sets that teachers use with children such as in guidance and facilitation, and responsiveness.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None
Essential College Facilities:
  • A quality early care and education setting, well equipped and defined classroom environments that model appropriate NAEYC teaching practices and standards, and respectful, reciprocal relationships between children, families and teaching staff

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Roy, Jayanti , DeMotta, PhyllisAdvanced Student Teaching Handbook°®¶¹´«Ã½ College, CA2017
Epstein, S. AnnThe Intentional Teacher: Choosing the Best Strategies for Young Children's LearningThe National Association for the Education of Young Children2014978-1938113062
Radford, P. CarolStrategies for Successful Student TeachingAllyn & Bacon, Incorporated20129780137059485

Examples of Supporting Texts and References

None.

Learning Outcomes and Objectives

Course Objectives

  • Demonstrate mastery of advanced teaching competencies that build on the basic teaching competencies. This includes development of a broader range of skills and knowledge as demonstrated for example in areas such as leadership, initiative and a broader range of guidance skills.
  • Integrate a broader understanding of children's development and needs to establish respectful relationships, healthy, safe, appropriate environments and supportive and challenging learning experiences. This also includes more advanced abilities, such as, the ability to adapt listening and speaking to child's cues; use varied responses with children; and, respond appropriately to children's nonverbal cues.
  • Design, implement and evaluate curriculum experiences based on observation and culturally sensitive assessment of young children including the more advanced skills and abilities, such as, completing the DRDP (Desired Results Developmental Profile child assessment)and using this to plan curriculum for the child.
  • Apply effective guidance and interaction strategies that support all children's social learning while maintaining overall classroom management including more advanced skills such as more refined dual awareness and the ability to maintain awareness of the entire classroom at the same time keeping focus on immediate small group and one on one interactions.
  • Analyze the teaching process through reflection and self-assessment of teaching experiences to guide and improve practice including more advanced teaching skills, such as, maintaining a weekly journal to help guide the self-reflection process.
  • Apply ethical standards and professional behaviors that demonstrate understanding, knowledge and commitment to the Early Childhood profession including more advanced knowledge and skills such as being able to articulate the NAEYC (National Association for the Education of Young Children) Standards on working with families and then applying these standards regarding maintaining confidentiality as they work with families
  • Demonstrate sensitivity and responsiveness to individual needs and differences in children including more advanced skills such as taking initiative to learn about each child in more depth and looking for information and resources to help support the children's needs
  • Recognize the importance of respectful, reciprocal relationships with children and families that show sensitivity to family values, cultural, linguistic, sexual orientation, and ethnic differences including the more advanced skills and behaviors, such as, seeking to know each of the families in the classroom better through observation, dialogue and communication with the families and classroom teachers.
  • Utilize an appropriate recordkeeping system to document, assess and track children’s progress.

CSLOs

  • Demonstrate mastery of advanced teaching competencies.

  • Analyze the teaching process through reflection and self-assessment of teaching experiences to guide and improve advanced practice.

Outline

  1. Demonstrate mastery of advanced teaching competencies that build on the basic teaching competencies. This includes development of a broader range of skills and knowledge as demonstrated for example in areas such as leadership, initiative and a broader range of guidance skills.
    1. Personal/Professional Qualities including more advanced skills and qualities such as (leadership) and taking initiative in classroom planning and operation;(sensitivity to difference)and being aware of personal bias; and, (positive attitude) and recognizing the impact of their behavior and moods on others.
    2. Relationships with Children including more advanced skills such as using a wider variety of techniques to extend and expand children's language; allowing children to demonstrate a range of emotions; and, being able to adapt listening and speaking to child cues and ability.
    3. Program Implementation including for example more advanced skills, such as, picking up on "teachable moments" to enhance skills/concepts; moving around the room to guide and interact as needed; and, planning/constructing emergent curriculum.
    4. Working with Staff and Other Adults including for example more advanced skills, such as, taking initiative in assuming responsibilities in the classroom; acting as a resource to first quarter student teachers; and, interacting effectively with parents.
    5. Classroom Guidance Techniques including more advanced skills and abilities, such as, anticipating routines, transitions, conflicts and planning alternatives; using a wider variety of strategies to guide children's behavior; and, using conflict resolution skills in guiding children's behavior.
    6. Professionalism including more advanced skills and abilities, such as, active participation in early childhood education professional organizations; and, challenging self by experimenting and taking risks to promote growth.
  2. Integrate a broader understanding of children's development and needs to establish respectful relationships, healthy, safe, appropriate environments and supportive and challenging learning experiences. This also includes more advanced abilities, such as, the ability to adapt listening and speaking to child's cues; use varied responses with children; and, respond appropriately to children's nonverbal cues.
    1. Building relationships with children, teachers and families.
      1. Trust, power and communication as they apply to relationships
      2. Developmentally appropriate interaction strategies
      3. adapts listening and speaking to child cues
      4. proactive in communication with the team and parents
      5. acts as resource for first quarter student teachers
      6. acts as catalyst in student teaching seminar
      7. attends at least one team planning meeting
      8. attends at least one parent/teacher meeting
    2. Observation as a tool for understanding and responding to children and for planning curriculum including more advance skills, such as, using observation to assess tone/climate of the classroom
    3. Communication skills in all aspects of teaching, including cross cultural communication and more advanced ability to explore linguistic differences
    4. Guidance strategies to manage the classroom and promote pro-social behavior
    5. Maintain health and safety requirements at all times in the classroom.
    6. Interact effectively in a child-centered/child initiated/play oriented classroom environment including such as advanced skills as planning emergent curriculum that is child centered.
    7. State Learning Foundations and standards
  3. Design, implement and evaluate curriculum experiences based on observation and culturally sensitive assessment of young children including the more advanced skills and abilities, such as, completing the DRDP (Desired Results Developmental Profile child assessment)and using this to plan curriculum for the child.
    1. Preparation and planning of experiences, which emerge from the children's interest and activities including for example more advanced skills, such as, demonstrating the ability to modify or change planned activities in response to children's interests.
    2. Locating developmentally appropriate resources and materials for children of varying abilities
    3. Developing written activity plans to think through and evaluate experiences for children including more advanced teaching skills, such as, modifying the next activities based on this self-evaluation process.
    4. Selection of experiences and materials based on the developmental needs of individual children and of the group
    5. Maintain health and safety requirements at all times in the classroom
    6. When appropriate participate in early intervention specialist's curriculum adaptations
    7. Curriculum experiences integrated throughout program and to include content areas: language, literacy, math, science, social studies, and visual and performing arts
    8. Incorporate current research and understanding of developmental theories into the selection of learning materials and experiences for young children
  4. Apply effective guidance and interaction strategies that support all children's social learning while maintaining overall classroom management including more advanced skills such as more refined dual awareness and the ability to maintain awareness of the entire classroom at the same time keeping focus on immediate small group and one on one interactions.
    1. Awareness and supervision of overall classroom including more advanced skills, such as, dual awareness and the ability to maintain focus on the whole classroom while being engaged one on one.
    2. Impact of environment on child behavior including the ability to modify the context in relationship to child needs and behavior.
    3. Positive guidance techniques that support self-management and social interactions
    4. Appropriate guidance strategies to meet the needs of the children's

      identity and self confidence.
    5. Conflict resolution and problem solving with children including more advanced skills such as implementation of the 5 step approach to problem solving with children and development of a broader range of problem solving and conflict resolution techniques
    6. Prevention management with challenging children including more advanced skills and knowledge, such as, being ability to observe and sense the classroom climate and to anticipate behavior and make modifications as prevention.
    7. Sensitivity and awareness of family practices including more advanced skills of initiating more interactions with the family to develop knowledge of the families and their practices.
  5. Analyze the teaching process through reflection and self-assessment of teaching experiences to guide and improve practice including more advanced teaching skills, such as, maintaining a weekly journal to help guide the self-reflection process.
    1. The role of the teacher using NAEYC and NBPTS Standards
    2. Positive, enthusiastic and responsive attitude
    3. Uses feedback and constructive criticism to improve performance including the more advanced ability to be aware of personal bias and to be flexible in order to be able to grow in personal knowledge.
    4. Observations to analyze the teaching process in terms of teaching style, and teaching practices
    5. Areas of personal strengths and areas of growth
    6. Personal and professional goal setting
    7. Sensitivity and awareness to own biases and to differences of culture, language, gender, life style, ethnicity and ability
    8. Video self-assessment
  6. Apply ethical standards and professional behaviors that demonstrate understanding, knowledge and commitment to the Early Childhood profession including more advanced knowledge and skills such as being able to articulate the NAEYC (National Association for the Education of Young Children) Standards on working with families and then applying these standards regarding maintaining confidentiality as they work with families
    1. Building collegial, professional relationships with students, staff and parents including more advanced teaching skills and abilities, such as, taking initiative to build these relationships and to be a resource and support for others.
    2. Professional responsibilities and duties of a teacher including more advanced knowledge and skills such as being able to articulate the NAEYC (National Association for the Education of Young Children) Standards on working with families and others and then applying these standards regarding maintaining confidentiality as they work with families and others in the classroom and the field.
    3. Code of ethical conduct including more advanced knowledge and skills such as being able to articulate the number one code which is "To do no harm" and then articulate this in their journal and written assignment regarding how they have thought about this and tried to apply this code in the classroom with children.
    4. Attitudes and skills in team teaching including more advanced teaching skills, such as, sharing resources and personal talents with the teaching team; seeking to communicate with all team members and not just the mentor teacher; and, taking initiative in assuming responsibilities in the classroom.
    5. Culture and values as a factor in relationship building
    6. Professional standards, organizations and assessments including the more advanced step to join and actively participate in professional organizations
    7. On-going self-reflection as a critical quality of effective teaching
    8. Role of non-teaching professionals in the classroom
    9. State qualifications and career ladder
    10. Role of advocacy as a professional
  7. Demonstrate sensitivity and responsiveness to individual needs and differences in children including more advanced skills such as taking initiative to learn about each child in more depth and looking for information and resources to help support the children's needs
    1. Child and family background information, concerns, priorities, and needs including the more advanced ability to connect and communicate with parents in order to learn more about the family and the child as a member of the family unit.
    2. Resources available for children and families in the community including the more advanced ability of finding some of these resources and sharing this information with the teaching team
    3. Children with special needs
    4. Sharing your cultural background
  8. Recognize the importance of respectful, reciprocal relationships with children and families that show sensitivity to family values, cultural, linguistic, sexual orientation, and ethnic differences including the more advanced skills and behaviors, such as, seeking to know each of the families in the classroom better through observation, dialogue and communication with the families and classroom teachers.
    1. Sensitivity and responsiveness to cultural, language, gender, sexual orientation, ethnic and all other differences
    2. Talking about differences in values in mutually respectful ways
    3. The classroom as a community experience
    4. Addressing bias and labeling in the classroom setting
  9. Utilize an appropriate recordkeeping system to document, assess and track children’s progress.
    1. Review appropriate data gathering and observational techniques such as anecdotal records.
    2. Review of the application of the DRDP and/or ASQ for curriculum application and working with families.

Lab Topics

  1. Advanced teaching competencies including leadership, initiative and a broader range of guidance skills
  2. How to integrate a broader understanding of children's development & needs to establish respectful relationships, and environments including more advanced abilities, such as, the ability to adapt listening and speaking to child's verbal and nonverbal cues
  3. Design, implement and evaluate curriculum experiences based on observation & assessment including the more advanced skills such as, completing the (DRDP child assessment)and using this to plan curriculum
  4. The teaching process through reflection and self-assessment, such as, maintaining a weekly journal
  5. Ethical standards and behaviors that including more advanced knowledge and skills such as being able to articulate the NAEYC Standards
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